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TEACHING THINKING IN EUROPE
Author(s) -
MCGUINNESS CAROL,
NISBET JOHN
Publication year - 1991
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1991.tb00973.x
Subject(s) - psychology , metacognition , curriculum , educational psychology , cognition , mediation , diversity (politics) , pedagogy , social science , sociology , neuroscience , anthropology
S ummary . This review of European research in cognition and instruction aims to categorise current trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo‐Piagetian, phenomenographic, information‐processing. Research‐driven intervention studies and across‐the‐curriculum reforms are reviewed. Promising lines of development include the concepts of metacognition (or self‐regulation), mediation by peers and adults, and computer tutoring. Cognitive psychology now has a sharper focus on classroom learning; and the boundaries between cognitive, affective and social aspects of learning are being eroded.